SCWK 130: Human Behavior and the Social Environment - I
Section 2, Fall 2013
Instructor:
Office Location:
Telephone:
Email:
Office Hours:
Class Days/Time:
Classroom:
Prerequisites:
Jennifer Lynne Morazes, PhD
WSQ 217J
(408) 924-5910
Jennifer.Morazes@sjsu.edu
Wednesdays 4:30-5:30pm / By Appointment
Wednesday Evenings 6pm-8:45pm
MH 322
Junior Standing or Permission of Advisor
Canvas and MYSJSU Messaging
Our course, Social Work 130, will be using San Jose State’s online learning management
system Canvas for the upcoming semester.
Login URL: https://sjsu.instructure.com
Please note that it should NOT have the “www” at the start of the URL like many other websites.
Username: SJSU 9-digit ID number.
Password: Self-generated password for your SJSUOne account.
Courses: Once logged into Canvas, you will see your course or courses listed in the Courses Heading on
the top of the page. From the dropdown menu, click on the course name, and you will be entered into the
course. Note: That link will not be active until the start date of the course.
It is recommended that you visit the eCampus Canvas website
at http://www.sjsu.edu/at/ec/canvas/. This website offers a number of Quick Start Learning Guides to
help you navigate Canvas tools. Also, detailed guides can be found at http://guides.instructure.com/.
For questions regarding the course or course materials, please contact me, the instructor.
For issues related to Canvas, please contact the eCampus Help Desk. The Help Desk can give
technical support for issues encountered in Canvas Courses.
 Phone: (408) 924-2337
 Submit a help ticket using the following
URL: https://isupport.sjsu.edu/ecampus/ContentPages/Incident.aspx.
 While logged into Canvas, click on the word Help on the upper right corner of the screen.
You are responsible for regularly checking with the messaging system through MySJSU (or other
communication system as indicated by the instructor).
Catalog Description
Theories and knowledge of bio-psycho-social development from birth to old age. The dynamics
of interacting social systems and culture on human development. Human diversity and
populations-at-risk emphasized. (3 units. Prereq: Junior standing or permission of advisor).
Course Description
This course studies human behavior in the social environment over the life cycle from pre-natal
to old age, analyzed from a systems perspective. Special emphasis is placed on the interactions
between and among human biological, social, psychological and cultural systems as they affect
and are affected by human behavior. Populations at risk, diversity and social and economic
justice are emphasized. This course is a recommended prerequisite for SCWK 131.
Course Competencies & Practice Behaviors (Student Learning Objectives)
Core Competencies
The following course competencies are realized through this course:
7.
Apply knowledge of human behavior and the social environment
3.
Engage diversity and difference in practice
4.
Apply critical thinking to inform and communicate professional judgments
Students Learning Objectives (SLOs) and Practice Behaviors for Competencies
Upon completion of SCWK 130 students will be able to:
1.
Demonstrate capacity to utilize a trans-cultural perspective and an eco-systems
framework to guide the process of assessment and intervention to address social
problems. PB: 7(a) (Human Behavior & Social Environment)
2.
Critique and apply knowledge of biopsychosocial development across the life span,
including theories and knowledge about the range of systems in which individuals
function to understand person and environment (with emphasis on individuals, families,
and groups). PB: 7 (b) (Human Behavior & Social Environment)
3.
Identify populations at-risk, and demonstrate understanding of the impact of diversity
(cohort, culture, race, ethnicity, gender and social class) on their development. PB: 4 (a)
(Diversity)
4.
Demonstrate capacity to engage and learn from diverse individuals their perspectives and
definitions of problem situations to become more professionally and culturally
competent. PB: 4(c) (Diversity)
5.
Demonstrate ability to utilize multiple sources of knowledge to critically analyze the
interactions between and among biopsychosocial and cultural systems as they influence
models of assessment, prevention, and intervention to address social problems across the
life span.
PB: 3 (a, b) (Critical thinking)
6.
Demonstrate effective professional oral and written communication skills.
PB: 3 (c) (Critical thinking)
Required Texts/Readings
Textbook
Zastrow, C., & Kirst-Ashman, K. (2013). Understanding human behavior and the social
environment (9th ed.). Belmont, CA: Brooks/Cole/-Thompson Learning.
ISBN-13: 978-1-133-31440-0 (loose leaf edition) OR ISBN-13: 978-0-8400-2865-5 (student
edition). Can be purchased at the bookstore or online.
Other Readings
American Psychological Association. (2009). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: Author. View the tutorial at the APA website:
http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx
Library Liaison
For assistance in the library go to the King Library Reference Desk (2nd floor; 808-2100) and/or
utilize the Social Work Research Guide available at http://libguides.sjsu.edu/scwk. The Social
Work Library Liaison is: Teresa Slobuski, who may be reached by phone (408.808.2015) or
email (Teresa.Slobuski@sjsu.edu).
Classroom Protocol
1. Learning Experiences: In this course, lectures and class discussion are used to clarify
concepts presented in the main texts and to apply theories of development to case examples.
When possible, films are used to illustrate various developmental stages. Take home and inclass exercises provide each student with continuing opportunities to assess his/her mastery
of the course materials.
2. Readings: Students are required to read all assigned material and should be prepared to
discuss the reading material assigned for each class.
3. Class Attendance and Participation: Each student is expected to attend all classes, make
appropriate comments which show that assigned readings were read and understood. The
student should be able to support opinions with data and/or logical arguments, share ideas
and listen to the ideas of others, maintain focused discussion and integrate class content with
other courses in the major. Please note that you cannot participate in class if you are not in
attendance. (More than two absences will result in a reduction of points for class
participation.)
4. Professional Behavior: Students are reminded that the BASW is a professional degree and
appropriate professional behavior, e.g., punctuality in attendance, and timeliness in
completing assignments is expected. Timely communication with the instructor is also
expected. All class time is valuable, and if a student needs to leave due to illness or
emergency, I expect to be informed. Please refrain from use of cellphones and earphones
(calls, surfing, music, or texting) during class. Computers should only be utilized for
course-related activities.
Dropping and Adding
Students are responsible for understanding the policies and procedures about add/drop, grade
forgiveness, etc. Refer to the current semester’s Catalog Policies section at
http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the current
academic calendar web page located at http://www.sjsu.edu/academics/. The Late Drop Policy is
available at http://www.sjsu.edu/aars/policies/latedrops/policy/.
Students should be aware of the current deadlines and penalties for dropping classes.
Information about the latest changes and news is available at the Advising Hub at
http://www.sjsu.edu/advising/.
Assignments and Grading Policy
Your grade in this course will be based on the following assignments for this course:
Assignments
Points (total = 100)
Exam – I (in class)
Exam – II (take home)
Final paper (draft sec 1-3)
Final paper (all sections)
Class Participation
25
25
10
25
15
Course Student Learning
Objective/Competency (SLO)
SLO: 1, 2, 5, 6
SLO: 1, 2, 3, 4, 5, 6
SLO: 1, 2, 3, 4, 5, 6
SLO: 1, 2, 3, 4, 5, 6
SLO: 1, 2, 3, 4, 5, 6
The grading used in this course is as follows:
Percentage.
98-100%.
93-97%.
90-92%.
87-89%.
83-86%.
80-82%.
77-79%.
Grade.
A+
A.
AB+
B.
BC+
Percentage.
73-76%.
70-72%.
67-69%.
63-66%.
60-62%.
Below 60%.
Grade.
C.
CD+
D.
DF..
Assignments:
All Assignments are expected to be turned in on time. Failure to do so for any reason (except
documented and reasonable extenuating circumstances) will result in a lowered grade.
1)
In class Exam: (25 points): The in-class examination will be made up of word
identifications, multiple choice, and essay questions related to readings, lectures, films and class
exercises. If an emergency arises, examinations may only be made up, by appointment, during
the week of the scheduled examination. Cheating on the exam will result in an F on the exam.
2)
Take Home Exam: (25 points): The take home exam will be based on a case study.
Students are expected to apply the material learned in class and from the book to a case. Details
will be given in class.
3)
Final Paper: (35 points). This assignment is divided into 2 parts:
3a)
Draft of sections 1, 2, 3 (10 points)
3b)
Final Paper – ALL SECTIONS (25 points)
Select a social issue or problem that can have an impact on life span development during
Childhood OR Adolescence OR Older Adulthood.
Papers should cover the following topics: 1) Description of the particular problem or issue i.e.,
the nature of the problem, the extent of the problem, 2) Risk and protective factors that increase
or decrease the likelihood of the occurrence of the problem. 3) Discuss this issue in the context
of diversity - cultural/ethnic/racial groups, gender, and socioeconomic status. Discuss
commonalities and differences between groups on the issue you have selected. 4) Discuss the
impact of this issue or problem on individual development using a bio-psycho-social approach.
5) Discuss the implications for addressing this issue through social work practice and social
policy. Please clear the topic with the instructor. Papers should be 10 pages in length.
Suggested topics include:
A.
Chronic Illness/ Disease / Physical Disability
B.
Homelessness / Poverty
C.
Physical / Sexual Abuse
F.
Depression/ Suicide
G.
Substance Use and Misuse
I.
Teenage gangs
J.
Children of Alcoholic or Drug Dependent Parents
E.
Adolescent Pregnancy
F.
Eating Disorders in Adolescence
G.
Conflicts with sexual preference
H.
Elder abuse and neglect
I.
Nursing Home Care
J.
Caring for Alzheimer's/ Dementia patients
K.
Dying with dignity – End-of-life care
L.
M.
N.
Home and Community-based care for elders
Assisted Living/ Housing Issues for elders
Grandparents as caregivers to young children
Late Grading Policy
PAPERS RECEIVED LATER THAN THE TIME DESIGNATED ON THE DUE DATE WILL
AUTOMATICALLY RECEIVE ONE LETTER GRADE LOWER. NO PAPER WILL BE
ACCEPTED MORE THAN TWO CONSECUTIVE DAYS LATE. All assignments should be
uploaded to CANVAS.
The final integrative research paper will be evaluated using the following criteria:
1. The quality of your writing will count in determining your grade. You must carefully
proofread your paper for typographical errors, grammatical errors, sentence structure, paragraph
structure, and spelling errors.
2. Organization. The paper must begin with an introductory statement of purpose and an
overview of the ideas to be presented. The ideas must be discussed in a coherent, logical, wellorganized manner and must be supported by your own analysis, based on research findings and
theoretical discussions from relevant literature. Citations and reference must follow the manual
of the American Psychological Association (APA) writing format.
3. Relationship of the topic to at least three of the following must be included: culture,
minorities, ethnicity, race, sex, sexual orientation. Because this course focuses on trans-cultural
issues, your paper must include the implication of the chosen topic for minority groups, people
of color and women.
4. Implications for social work practice and social policy. Each topic area has implications for
practice, both for prevention and intervention, and for social policy.
These four aspects of paper writing are stressed in addition to substantive content. It is important
that social workers know how to communicate with clients and other professionals in writing,
which is concise, clear, organized, properly documented, sensitive to trans-cultural issues and of
concern to the profession of social work. THE PAPER MUST BE WRITTEN IN YOUR OWN
WORDS!
APA Format and Writing Requirements:
All papers must follow current American Psychological Association (APA) format guidelines
(5th edition) with the following exceptions: the use of running heads is optional. All papers
must use standard, 12-point fonts (e.g., Times Roman) and be free of typographical, formatting,
spelling, and content errors, as the quality of the writing will be evaluated as part of the grade for
all written assignments. Be sure to carefully review and edit all drafts prior to submission. All
ideas, quotes, and information taken or derived from other sources must be appropriately cited
and referenced in accordance with APA rules.
University Policies
Academic Integrity
Your commitment as a student to learning is evidenced by your enrollment at San Jose State
University. The University’s Academic Integrity policy, located at
http://www.sjsu.edu/senate/S07-2.htm, requires you to be honest in all your academic course
work. Faculty members are required to report all infractions to the office of Student Conduct and
Ethical Development. The Student Conduct and Ethical Development website is available at
http://www.sjsu.edu/studentconduct/.
Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism
(presenting the work of another as your own, or the use of another person’s ideas without giving
proper credit) will result in a failing grade and sanctions by the University. For this class, all
assignments are to be completed by the individual student unless otherwise specified. If you
would like to include your assignment or any material you have submitted, or plan to submit for
another class, please note that SJSU’s Academic Policy S07-2 requires approval of instructors.
Use of Turnitin.com
Due to the increase of scholarly works being plagiarized, San José State University and its
faculty are beginning to implement safeguards, one of which is an electronic anti-plagiarism
service called Turnitin.com. For the protection and education of all students, using an antiplagiarism service will add your scholarly papers to the academic database so that others cannot
plagiarize your hard work. Details will be discussed in class.
Campus Policy in Compliance with the American Disabilities Act
If you need course adaptations or accommodations because of a disability, or if you need to
make special arrangements in case the building must be evacuated, please make an appointment
with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires
that students with disabilities requesting accommodations must register with the Disability
Resource Center (DRC) at http://www.drc.sjsu.edu/ to establish a record of their disability.
Student Technology Resources
Computer labs for student use are available in the Academic Success Center located on the 1st
floor of Clark Hall and on the 2nd floor of the Student Union. Additional computer labs may be
available in your department/college. Computers are also available in the Martin Luther King
Library.
A wide variety of audio-visual equipment is available for student checkout from Media Services
located in IRC 112. These items include digital and VHS camcorders, VHS and Beta video
players, 16 mm, slide, overhead, DVD, CD, and audiotape players, sound systems, wireless
microphones, projection screens and monitors.
SJSU Peer Connections
The Learning Assistance Resource Center (LARC) and the Peer Mentor Program have merged to
become Peer Connections. Peer Connections is the new campus-wide resource for mentoring
and tutoring. Our staff is here to inspire students to develop their potential as independent
learners while they learn to successfully navigate through their university experience. Students
are encouraged to take advantage of our services which include course-content based tutoring,
enhanced study and time management skills, more effective critical thinking strategies, decision
making and problem-solving abilities, and campus resource referrals.
In addition to offering small group, individual, and drop-in tutoring for a number of
undergraduate courses, consultation with mentors is available on a drop-in or by appointment
basis. Workshops are offered on a wide variety of topics including preparing for the Writing
Skills Test (WST), improving your learning and memory, alleviating procrastination, surviving
your first semester at SJSU, and other related topics. Computer lab and study spaces are also
available for student use in Room 600 of Student Services Center (SSC).
Peer Connections is located in three locations: SSC, Room 600 (10th Street Garage on the corner
of 10th and San Fernando Street), at the 1st floor entrance of Clark Hall, and in the Living
Learning Center (LLC) in Campus Village Housing Building B. Visit Peer Connections website
at http://peerconnections.sjsu.edu for more information.
SJSU Writing Center
The SJSU Writing Center is located in Room 126 in Clark Hall. It is staffed by professional
instructors and upper-division or graduate-level writing specialists from each of the seven SJSU
colleges. Our writing specialists have met a rigorous GPA requirement, and they are well trained
to assist all students at all levels within all disciplines to become better writers. The Writing
Center website is located at http://www.sjsu.edu/writingcenter/about/staff/.
SCWK130: HBSE- I, Section 2, Fall 2013, Course Schedule
This schedule is subject to change with fair notice. I will announce any changes in class.
Table 1 Course Schedule
Week
1
Date
Aug 21
Topics, Readings, Assignments, Deadlines
Overview of the Course
(PB 7a- conceptual framework )


Special themes of the course: diversity, populations at-risk, social
& economic justice, ethics & values, critical thinking
General orientation to the BASW Program
Week
Date
Topics, Readings, Assignments, Deadlines

Video: Secret of the Wild Child (impact of child abuse on
development; nature vs. nurture; critical period hypothesis; ethics
of human research & social work practice)
2
Aug 28
Critical thinking; (How do we learn about human behavior)?
Research Methods for studying human behavior
(PB3 a, b- critical thinking)
 Research designs
 Understanding the Bell-shaped curve (as related to
developmental milestones);
 Risk and protective factors, vulnerability and resiliency.
Readings:
O Craig, C., & Kermis, M. “The Scientific Method” from
Children Today, (1995), Englewood Cliffs, NJ: PrenticeHall, Inc.
O Werner, E. & Smith, R. (1992). Overcoming the odds:
High risk children from birth to adulthood, Ithaca, NY:
Cornell University Press. (Intro, pp. 1-14).
3
Sept 4
4
Sept 11
Theories for understanding human behavior
(PB 7 a, b–conceptual framework & critique and apply)
 The systems perspective
 Ecological framework
 Bio-psycho-social and cultural variables
 Erikson’s Theory of Psychosocial Development
 Social work roles
 Case Study: Mrs. Smith
Readings: Zastrow & Kirst-Ashman, Chapter 1, "Introduction to
Human Behavior and the Social Environment"
Biology and Early Development
(PB 7 a, b – conceptual framework &critique and apply; PB: 4 (a,
c) (Diversity)
 Prenatal Development & Birth
 Case Vignettes: Developmental milestones
Readings: Zastrow & Kirst-Ashman, Chapter 2, "Biological
Development in Infancy & Childhood”
5
Sept 18
Psychological Theories & Early Development
(PB 7 a & b –conceptual framework & critique and apply; PB: 4 (a,
c) (Diversity)


Bonding and attachment
Personality theories
Week
Date
Topics, Readings, Assignments, Deadlines


Cognitive developmental theory
Self-concept & self-esteem
Readings: Zastrow & Kirst-Ashman, Chapter 3, "Psychological
Development in Infancy & Childhood"
6
Sept 25
Social Systems, Infancy & Childhood
(PB 7 a & b –conceptual framework & critique and apply; PB: 4 (a,
c) (Diversity)
 Socialization and the family life cycle
 Learning and Social Learning theory
Readings: Zastrow & Kirst-Ashman, Chapter 4, Social Development
in Infancy & Childhood"
7
Oct 2
** IN-CLASS EXAM ** PB: 3 (a, b, c- critical thinking)
8
Oct 9
Library Workshop – Go Over Final Paper Assignment
Go Over Midterm Exam
(PB 7 a & b –conceptual framework & critique and apply; PB: 4 (a,
c) (Diversity)
9
Oct 16
Readings: Zastrow & Kirst-Ashman, Chapter 6, "Biological
Development in Adolescence"
Zastrow & Kirst-Ashman, Chapter 7, "Psychological Development in
Adolescence "
Biological Impacts in Adolescence/Young Adulthood
(PB 7 a & b –conceptual framework & critique and apply; PB: 4 (a,
c) (Diversity )



Biological changes in puberty & Psychosocial impact of
biological changes
Sexuality in adolescence/young adulthood
Identity issues in adolescence
Psychological Issues in Adolescence & Young Adulthood
 Identity formation continued…
 Peer relationships
 Depression and suicide
 Sexual Orientation
 Acculturation
 Problem Behavior Theory
 Youth Behavioral Risk and Protective Factors: Delinquency,
substance abuse.
Week
10
11
Date
Oct 23
Oct 30
Topics, Readings, Assignments, Deadlines
 Case Study: Teen Suicide
Readings: Zastrow & Kirst-Ashman, Chapter 8, "Social
Development in Adolescence"
*** TAKE-HOME EXAM PASSED OUT***
(PB 7 a & b –conceptual framework & critique and apply; PB: 4 (a,
c) (Diversity)
Bio-Psycho-Social Issues of Middle Adulthood
 Physical and intellectual changes
 Theories of adult development (Erikson/Peck/Levinson/Maslow)
**TAKE HOME EXAM DUE**
(PB 7 a & b –conceptual framework & critique and apply; PB: 4 (a,
c) (Diversity )
Biological Aspects of Later Adulthood
 Demography of Aging
 Successful Aging; Health; Cognition; Functional Ability;
Sensory Performance
 Cultural Competence in working with Older Adults
 Video: LEARN model of culturally sensitive assessment
Readings: Zastrow & Kirst-Ashman, Chapter 10, "Biological Aspects
of Young/ Middle Adulthood" & Chapter 11, "Psychological
Aspects of Young/ Middle Adulthood” & Chapter 12, "Social
Aspects of Young/Middle Adulthood"
12
Nov 6
*TOPIC & BRIEF OUTLINE OF FINAL RESEARCH PAPER
DUE *
(PB 7 a & b –conceptual framework & critique and apply; PB: 4 (a,
c) (Diversity )
Psychological Systems in Later Adulthood
 Developmental tasks
 Mental health
 Spirituality and religion
 Stress & Coping
Readings: Zastrow & Kirst-Ashman, Chapter 14, Biological Aspects
of Later Adulthood"
Zastrow & Kirst-Ashman, Chapter 15, "Psychological Aspects of
Later Adulthood"
13
Nov 13
*** DRAFT OF FINAL PAPER SECTIONS 1,2,3 DUE ***
Library Research for Paper/ Individual Consultation
Week
14
Date
Nov 20
Topics, Readings, Assignments, Deadlines
**MIDTERM EXAM RE-RETAKE**
Social Systems in Later Adulthood
(PB 7 a & b –conceptual framework & critique and apply; PB: 4 (a,
c) (Diversity )
 Retirement
 Kinship care; social support
 End-of-life care
 Video: Family Caregiving
Readings: Zastrow & Kirst-Ashman, Chapter 16, "Sociological
Aspects of Later Adulthood"
THANKSGIVING BREAK NO CLASS
15
Dec 4
Course Review. Video: TBA ***FINAL PAPERS DUE*** PB: 3
(a, b, c- critical thinking)
These Book Chapters Recommended for Reference on your Final
Paper:
Zastrow & Kirst-Ashman, Chapter 5, "Ethnocentrism and Racism"
Chapter 9, "Gender & Sexism”
Zastrow & Kirst-Ashman, Chapter 13, "Sexual Orientation"